Professores de Língua Portuguesa, metodologias ativas e tecnologias digitais no desenvolvimento da educação linguística

Abstract

The theme of this thesis is the study of the teaching and learning process of Portuguese language, in face-to-face classes, through Active Methodologies and Digital Technologies, in 21st Century High School, in the perspective of Linguistic Education. The work is related to the research line Reading, Writing and Portuguese Language Teaching at PUC-SP. The questions that guide the study are: 1- Do Digital Technologies contribute to the teaching and learning process of high school students? 2- What knowledge do Portuguese language teachers need to have for face-to-face classes in the 21st century? 3- What benefits can Active Methodologies provide for the development of Linguistic Education? The general objective is to develop a study on the influence of Active Methodologies and Digital Technologies in the teaching and learning process of Portuguese Language, in face-to-face classes, and the contribution of their use to 21st century students. The specific objectives are: 1-Check to what extent Digital Technologies contribute to the teaching and learning of high school students. 2- Search for knowledge that makes face-to-face classes more meaningful in the 21st century. 3- Reflect on Active Methodologies that favor the development of Linguistic Education. This work is justified because, in the 21st century, before digital technologies, it is important to consider the use of active methodologies for the integral training of students. The adopted Methodology was Josso's Biographical Approach (2002), called Educational Biography by Nóvoa (2000), it was developed through several sources, the case study being one of the strategies, among other methodological procedures. The corpus consists of analyzes of a semi-open questionnaire online, written thematic interviews and narratives. The work is based on the theoretical assumptions of Linguistic Education, Active Methodologies and Digital Technologies, mainly in Palma; Turazza (2014), Bacich; Moran (2018), Coscarelli (2016). The results obtained confirm the hypothesis that Portuguese language teachers are not against the use of digital technologies, but, in practice, they do not always use them, preferring to use new methodologies for more meaningful teaching and more active learning